A Comparison of the Effects of Tactile and Auditory Stimulation and Choice on the Problem Solving of Students with Attention Problems

Stacey Emmert

West Central Indiana Special Services Corporation


Suneeta Kercood

Butler University

Janice A. Grskovic

Indiana University Northwest


Using a single-subject alternating treatments reversal design, the effects of three conditions, tactile stimulation, auditory stimulation, and choice of the two, were compared on the math story problem solving of elementary students with attention problems. Students attempted and solved slightly more problems and engaged in fewer off-task behaviors in the stimulation conditions than in baseline. Effects were very modest. Students chose stimulation conditions that were related to their behavior more than their accuracy.

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